1) The document discusses the theoretical approaches to social pedagogy in Denmark from the 1970s-1980s. Two main schools of thought emerged: a Marxist approach focused on group dynamics, and a North American pragmatic approach focused on everyday experiences.
2) In the late 1980s-1990s, approaches drew from German critical theory and focused more on communication and emotional exchange. However, empirical research was still lacking.
3) The document argues for a third theoretical approach drawing from French philosophers like Bourdieu that examines social pedagogy as a social occurrence rather than just an experience. It emphasizes analyzing power relations and how dominated groups accept their position in society.
The National Centre for Excellence in Residential Child Care (NCERCC) aims to improve standards of residential child care through collaboration. The NCERCC works to increase knowledge of the sector among commissioners and professionals. It also facilitates communication between commissioners and providers. Key issues the NCERCC addresses include the lack of sector knowledge among commissioners, dividing the sector into user needs and available services, and balancing cost and quality of provision. The NCERCC provides a model for expert, independent support to guide effective commissioning.
The document discusses social economy and new forms of work for people with disabilities in Nordic countries. It focuses on a case study of the Beateberg dog care service, an unincorporated organization in Sweden run by people with intellectual disabilities. Key points:
1) The Beateberg dog care service was established in 1996 through a study group initiative to create meaningful and self-managed occupations.
2) It employs 3 people, 2 in supervisory roles, to care for dogs while their owners are away.
3) The supervisors take a pedagogical approach, providing support without direct control, to build the participants' autonomy and confidence in their work.
4) Their goal is to make themselves
This document provides guidance on appropriately restraining children. It states that restraint should only be used as a last resort to ensure safety when a child is harming themselves, others, or property and there are exceptional circumstances. It describes the proper thinking, actions, and techniques staff should use when restraining a child, such as focusing on de-escalation, maintaining control of one's emotions, and understanding the child's perspective and needs. Staff are advised to receive thorough training and guidance from their employer on restraint policies and alternatives to use before restraint becomes necessary.
The document discusses risk assessment and care planning for children in residential care. It states that care planning is central to caring for a child and defines the aims of their placement and how to meet those aims. Risk assessments should be done for the establishment as a whole, individual children, and specific events. Care plans should anticipate but not assume a child will be restrained and only allow for restraint in exceptional circumstances to secure a child's welfare. Managers must also protect staff safety when making care plans.
This document discusses principles and good practices for communicating with children in assessments. It notes that several conventions and guidelines mandate involving children, and that doing so protects children, leads to more successful plans, and helps services meet their needs. Good practices include preparing children, ensuring they understand the process, allowing their input to guide assessments, building trust over time, and providing feedback on outcomes. Assessors must also consider children's development, culture, and adverse experiences to get accurate responses.
This document discusses developing social pedagogy as an academic discipline. It outlines social pedagogy's origins and purpose, and argues that it should be established as a discipline based on its own theoretical questioning and theory formation, rather than just applying theories from other disciplines. The author believes clarifying social pedagogy's basic questions and scope through analyzing its historical and theoretical traditions can help establish it as a distinct academic discipline.
Attachment refers to the affectionate bond between individuals that provides emotional closeness and endures over time and space. It offers a safe base and supports psychological, physical, cognitive, and moral development from infancy through adulthood. Attachment behaviors signal a child's need for care and protection. Patterns of attachment include secure, ambivalent, avoidant, and disorganized. While concepts of attachment are universal, aspects vary across cultures. A lack of attachment can cause difficulties relating to others, developing social skills, caring for others, and following rules. Separation and loss involve stages of shock, denial, anger, bargaining, sadness, and eventually resolution.
1) The document discusses the theoretical approaches to social pedagogy in Denmark from the 1970s-1980s. Two main schools of thought emerged: a Marxist approach focused on group dynamics, and a North American pragmatic approach focused on everyday experiences.
2) In the late 1980s-1990s, approaches drew from German critical theory and focused more on communication and emotional exchange. However, empirical research was still lacking.
3) The document argues for a third theoretical approach drawing from French philosophers like Bourdieu that examines social pedagogy as a social occurrence rather than just an experience. It emphasizes analyzing power relations and how dominated groups accept their position in society.
The National Centre for Excellence in Residential Child Care (NCERCC) aims to improve standards of residential child care through collaboration. The NCERCC works to increase knowledge of the sector among commissioners and professionals. It also facilitates communication between commissioners and providers. Key issues the NCERCC addresses include the lack of sector knowledge among commissioners, dividing the sector into user needs and available services, and balancing cost and quality of provision. The NCERCC provides a model for expert, independent support to guide effective commissioning.
The document discusses social economy and new forms of work for people with disabilities in Nordic countries. It focuses on a case study of the Beateberg dog care service, an unincorporated organization in Sweden run by people with intellectual disabilities. Key points:
1) The Beateberg dog care service was established in 1996 through a study group initiative to create meaningful and self-managed occupations.
2) It employs 3 people, 2 in supervisory roles, to care for dogs while their owners are away.
3) The supervisors take a pedagogical approach, providing support without direct control, to build the participants' autonomy and confidence in their work.
4) Their goal is to make themselves
This document provides guidance on appropriately restraining children. It states that restraint should only be used as a last resort to ensure safety when a child is harming themselves, others, or property and there are exceptional circumstances. It describes the proper thinking, actions, and techniques staff should use when restraining a child, such as focusing on de-escalation, maintaining control of one's emotions, and understanding the child's perspective and needs. Staff are advised to receive thorough training and guidance from their employer on restraint policies and alternatives to use before restraint becomes necessary.
The document discusses risk assessment and care planning for children in residential care. It states that care planning is central to caring for a child and defines the aims of their placement and how to meet those aims. Risk assessments should be done for the establishment as a whole, individual children, and specific events. Care plans should anticipate but not assume a child will be restrained and only allow for restraint in exceptional circumstances to secure a child's welfare. Managers must also protect staff safety when making care plans.
This document discusses principles and good practices for communicating with children in assessments. It notes that several conventions and guidelines mandate involving children, and that doing so protects children, leads to more successful plans, and helps services meet their needs. Good practices include preparing children, ensuring they understand the process, allowing their input to guide assessments, building trust over time, and providing feedback on outcomes. Assessors must also consider children's development, culture, and adverse experiences to get accurate responses.
This document discusses developing social pedagogy as an academic discipline. It outlines social pedagogy's origins and purpose, and argues that it should be established as a discipline based on its own theoretical questioning and theory formation, rather than just applying theories from other disciplines. The author believes clarifying social pedagogy's basic questions and scope through analyzing its historical and theoretical traditions can help establish it as a distinct academic discipline.
Attachment refers to the affectionate bond between individuals that provides emotional closeness and endures over time and space. It offers a safe base and supports psychological, physical, cognitive, and moral development from infancy through adulthood. Attachment behaviors signal a child's need for care and protection. Patterns of attachment include secure, ambivalent, avoidant, and disorganized. While concepts of attachment are universal, aspects vary across cultures. A lack of attachment can cause difficulties relating to others, developing social skills, caring for others, and following rules. Separation and loss involve stages of shock, denial, anger, bargaining, sadness, and eventually resolution.
Introducing Sp Into Rcc In England Final Reportfeb2008gaz12000
This project aimed to introduce social pedagogy approaches into residential child care settings in England. Social pedagogue consultants from Denmark and Germany worked with staff at 9 residential child care facilities over 3 months. The project sought to raise awareness of social pedagogy principles, build staff confidence in applying pedagogical ideas in practice, and improve outcomes for children. Evaluations found that the project increased staff understanding of social pedagogy and its holistic, child-centered approach. Many staff reported already applying social pedagogy concepts in their work. However, barriers like perceptions of residential care and risk-averse cultures could limit fully embracing social pedagogy relationships. Overall, the project had a positive impact on reinvig
This document provides a summary of resources to help practitioners communicate effectively with children and young people. It outlines general guidance materials, as well as resources tailored for younger children, adolescents, and disabled children. The document also discusses the policy and organizational context that is needed to support good communication, including principles of child-centered practice, management commitment, and building individual skills.
This document discusses the importance of monitoring the physical restraint of children in care facilities. It recommends keeping an electronic database to record details of restraint incidents like date, time, location, triggers, and injuries. This allows managers to analyze patterns and ensure restraint is only used appropriately. Specific information to record is listed, and it is explained how the data can be used by children, staff, management and oversight bodies to improve practices and protect children. Guidelines for using an example spreadsheet database are also provided, along with considerations for complying with data protection policies.
This document provides the proceedings from the National Centre for Excellence in Residential Child Care's annual conference in 2006. It includes summaries of presentations on various topics related to residential child care such as defining the role of homes, ensuring stability, addressing costs, and improving outcomes for children. The keynote speech by the Parliamentary Under-Secretary of State discusses the government's Care Matters green paper which aims to transform the care system so that children in care can achieve better outcomes and have more stable placements like a family. It outlines proposals related to commissioning, placement practice, qualifications for staff, and addressing continued non-compliance with standards.
This document provides guidance and examples for creating an effective coaching packet to send to clients prior to the first coaching session. It includes suggestions for items to include such as a welcome letter, coaching agreement, contact details form, and exercises. Sample templates are given for a welcome letter, agreement, and contact form. Short exercises called "Peak Moment" and "My Best Coach" are also included with explanations of how coaches can use them.
This document provides an overview of the theoretical roots of social pedagogical ideas in Estonia before World War II. It discusses how ideas from German social pedagogy began influencing Estonian practice in the 19th century through charity schools. During the independence period from 1918-1940, discussions of comprehensive schooling, vocational education, and the balance between individual and social education occurred in pedagogical journals. While the term "social pedagogy" was not widely used, some authors began interpreting it in the late 1930s based on theorists like Nohl. Key figures like Niggol and Põld incorporated social pedagogical ideas without using the term.
This document is an introduction to a dissertation exploring how residential child care workers can benefit from understanding therapeutic processes and reflective practice. The author works in a private residential home seeking to implement a more therapeutic model of care. The introduction provides background on changes in the field that have prioritized safety and professionalism over treatment. It argues therapeutic communities allowing group work can better help children with complex needs over exclusionary one-to-one care. The author aims to study how learning therapeutic principles and reflective practice through an MA program can help their team provide higher quality, effective care.
This document provides an introduction to the collection of papers titled "Secure in the Knowledge". It outlines the background and development of the papers, which aim to support staff working in secure accommodation for young people in Scotland. The introduction describes the structure and content of the collection, including chapters on the history and policy context of secure accommodation, values and ethics, theoretical perspectives, and 27 practice-focused papers addressing various topics relevant to working with young people in secure settings. The overall goal is to help qualify the workforce in secure accommodation to meet new standards in Scotland.
The Use Of Supervision To Develop Reflective Practicegaz12000
This document provides an introduction and contents page for a dissertation titled "The Use of Supervision and Consultation to Develop a 'Reflective' Practice with an Emotionally Disturbed Client Group in Group Care Organizations". The dissertation was written by John Diamond in 1993 for the Faculty of Education and Community Studies at the University of Reading.
The summary explores how supervision and consultation can help care workers in group homes develop a therapeutic practice to understand and manage strong feelings from emotionally disturbed clients. The dissertation also examines legislation and reports addressing challenges in residential youth work and introduces psychoanalytic theories to explain emotional deprivation and develop reflective practice. Finally, the work proposes a model for group homes to apply supervision and consultation to staff and client therapeutic
Holthoff & Eichsteller Social Pedagogy In Practicegaz12000
Pippi Longstocking is used as an example of a "rich child" who possesses richness through her imagination, creativity, practical skills, and ability to find value in things rather than price. Social pedagogy aims to nurture these qualities in children and encourage them to explore the world through play and fantasy like Pippi. It views learning as a lifelong process both in educational settings and everyday life, drawing on theories from sociology, psychology and education to promote well-being, relationships, and empowerment in a holistic way.
Issues Of Anxiety And Its Containment For Children And Adults Surrounding Foo...gaz12000
This document is a dissertation submitted by K.A. Keenan in partial fulfillment of a Master's degree in Therapeutic Child Care. The dissertation explores issues of anxiety surrounding food and mealtimes in a residential therapeutic setting. Keenan conducted research at The Mulberry Bush School, where he works, including distributing questionnaires to staff, performing observations of mealtimes, and conducting semi-structured interviews. Keenan aims to understand how early experiences with food impact both children and adults, how adults manage their own feelings around food, if food can be used creatively as a communication tool, and how food fits into the overall therapeutic experience. The dissertation will review literature on anxiety and containment, describe the school and children, and
National Minimum Standards Children's Homes Englandgaz12000
This document contains the National Minimum Standards for children's homes in England. It outlines 25 standards that children's homes must meet to ensure good outcomes for children. The standards cover areas like promoting children's wishes, identity, health, education, contact with family, staff qualifications, and more. Homes will be inspected by Ofsted to ensure they meet these standards and comply with relevant regulations. The standards provide a framework for inspecting homes and aim to deliver high quality care for looked after children.
Changing residential child care johnnie gibsongaz12000
This document summarizes an approach to consultancy, training, and development for residential child care. It describes a case where a staff team was experiencing daily aggression from children in their care and felt a lack of support from management. The staff team was in crisis and on the verge of walking out. The authors' organization, MOSAIC Consortium, provided an initial consultation that prevented the walk-out. The staff team outlined needs including training, supervision, understanding trauma and its impacts, and therapeutic skills. The consultant found the staff team's emotional pain and anxiety to be evident during the meeting.
The document provides an introduction and evaluation of a social pedagogy training programme delivered to staff at Sycamore Services in Scotland. Some key points:
1) Sycamore Services provides residential care, education, family support and other services with a philosophy focused on accepting each child as a unique individual.
2) The training programme was delivered over several months by two German social pedagogues to 16 multi-disciplinary Sycamore staff.
3) Social pedagogy takes a holistic child-centered approach that links education, care and family support, emphasizing relationships and reflecting on practice.
Non Directive Play Therapy With Children And Young People In Residentialgaz12000
This document summarizes a thesis written by Emily Carrick titled "Non-Directive Play Therapy with Children and Young People in Residential Care: A Qualitative Study of Play Therapists’ Experiences." The thesis explores the experiences of 7 play therapists conducting non-directive play therapy in residential care settings through semi-structured interviews. The interviews uncovered several themes including the complex mental health needs of children in residential care, the challenges of establishing therapy in these settings, and difficulties achieving stability for the children. The study provides insight into play therapists' perspectives on working with this client group in residential facilities.
This document summarizes key points from a presentation on principles and practices of risk assessment and management with young people. The presentation covered:
- Risk assessment and management must be a dynamic and continuing process, not a one-time procedure, as risk levels can change over time based on environmental conditions and the young person's development.
- Approaches should be standardized but also allow flexibility for individual judgements when circumstances change rapidly or unexpectedly.
- Planning is important, including anticipating challenges, developing management plans, and contingency plans. Documentation and information sharing are also important parts of the process.
- Interventions for managing risk must be necessary to protect safety, and proportional to the actual level of risk, rather
This document provides an introduction and overview for a two-day training pack on communicating with children during assessments of their needs. The training aims to improve practitioners' competence and confidence in involving children in the assessment process. It was developed based on evidence that children's voices are often absent from assessments, despite guidelines requiring their participation. The pack contains 16 sessions with exercises, presentations, and handouts to help practitioners understand child development, barriers to communication, tools for assessment, and techniques for accurately representing children's views and needs. The overall goal is for assessments to be more child-centered and for decisions to truly reflect children's perspectives.
1. John Bowlby and Mary Ainsworth jointly developed attachment theory, drawing on concepts from multiple disciplines. Bowlby formulated the basic tenets, emphasizing the importance of the child's relationship with their mother.
2. Ainsworth contributed innovative methods for empirically testing Bowlby's ideas and expanding the theory. She developed the concepts of the attachment figure as a secure base and the role of maternal sensitivity in developing attachment patterns.
3. The article traces the developmental history of ideas that became central to attachment theory, including Bowlby and Ainsworth's early influences and careers, their independent work that later integrated into attachment theory, and new directions the theory is taking.
The document summarizes several research studies that sought to understand children's perspectives on various topics. Children reported that they are most likely to first confide in family members rather than professionals. They described social workers as lacking understanding, imposing their own views, and not maintaining confidentiality. Children wanted professionals who are good listeners, available, non-judgmental, have a sense of humor, and maintain trust and confidentiality. Many children felt their voices were not heard in court proceedings. Being in care was described as confusing and lonely by some children, though others felt happy. Children wanted reliable professionals who keep promises and take the time to listen to them.
The document outlines 10 areas of danger and concern related to physically restraining children:
1) Neck holds, prone restraint, seated holds, supine restraint, basket holds, and pain compliance are highlighted as carrying risks of injury or death.
2) Obstructing a child's mouth or nose and certain seated holds that restrict breathing are also dangerous and should never be used.
3) Prone restraint and medication a child is taking can increase risks and require careful risk assessment in each situation.
Service providers and individual staff are responsible for only using restraint methods that are safe and appropriate for the situation.
1) The document discusses how to properly represent children's voices and perspectives in assessments. It notes that often children's views are absent, minimized, or given less weight than adult perspectives.
2) Examples are given of ways children's voices have been silenced or their views misrepresented in reports by not directly quoting them, portraying them as minor characters, or making presumptions about what they might say.
3) The document provides guidance on best practices for ensuring children's voices are included, such as acknowledging information gaps about the child, putting information in context, and directly consulting with the child.
This document discusses pedagogy, a holistic approach to working with children that focuses on their overall development. It summarizes research on pedagogic models in Europe and argues that adopting aspects of pedagogy could benefit children's services in England. Key points include:
1) Pedagogy views children holistically and practitioners work to support children's mental, physical, and social development through relationship-building.
2) European countries integrate pedagogy into policy, training, practice, and theory across children's services. Practitioners receive broad university training emphasizing reflection and practical skills.
3) Adopting pedagogic principles could provide coherence to England's changing children's services framework
Introducing Sp Into Rcc In England Final Reportfeb2008gaz12000
This project aimed to introduce social pedagogy approaches into residential child care settings in England. Social pedagogue consultants from Denmark and Germany worked with staff at 9 residential child care facilities over 3 months. The project sought to raise awareness of social pedagogy principles, build staff confidence in applying pedagogical ideas in practice, and improve outcomes for children. Evaluations found that the project increased staff understanding of social pedagogy and its holistic, child-centered approach. Many staff reported already applying social pedagogy concepts in their work. However, barriers like perceptions of residential care and risk-averse cultures could limit fully embracing social pedagogy relationships. Overall, the project had a positive impact on reinvig
This document provides a summary of resources to help practitioners communicate effectively with children and young people. It outlines general guidance materials, as well as resources tailored for younger children, adolescents, and disabled children. The document also discusses the policy and organizational context that is needed to support good communication, including principles of child-centered practice, management commitment, and building individual skills.
This document discusses the importance of monitoring the physical restraint of children in care facilities. It recommends keeping an electronic database to record details of restraint incidents like date, time, location, triggers, and injuries. This allows managers to analyze patterns and ensure restraint is only used appropriately. Specific information to record is listed, and it is explained how the data can be used by children, staff, management and oversight bodies to improve practices and protect children. Guidelines for using an example spreadsheet database are also provided, along with considerations for complying with data protection policies.
This document provides the proceedings from the National Centre for Excellence in Residential Child Care's annual conference in 2006. It includes summaries of presentations on various topics related to residential child care such as defining the role of homes, ensuring stability, addressing costs, and improving outcomes for children. The keynote speech by the Parliamentary Under-Secretary of State discusses the government's Care Matters green paper which aims to transform the care system so that children in care can achieve better outcomes and have more stable placements like a family. It outlines proposals related to commissioning, placement practice, qualifications for staff, and addressing continued non-compliance with standards.
This document provides guidance and examples for creating an effective coaching packet to send to clients prior to the first coaching session. It includes suggestions for items to include such as a welcome letter, coaching agreement, contact details form, and exercises. Sample templates are given for a welcome letter, agreement, and contact form. Short exercises called "Peak Moment" and "My Best Coach" are also included with explanations of how coaches can use them.
This document provides an overview of the theoretical roots of social pedagogical ideas in Estonia before World War II. It discusses how ideas from German social pedagogy began influencing Estonian practice in the 19th century through charity schools. During the independence period from 1918-1940, discussions of comprehensive schooling, vocational education, and the balance between individual and social education occurred in pedagogical journals. While the term "social pedagogy" was not widely used, some authors began interpreting it in the late 1930s based on theorists like Nohl. Key figures like Niggol and Põld incorporated social pedagogical ideas without using the term.
This document is an introduction to a dissertation exploring how residential child care workers can benefit from understanding therapeutic processes and reflective practice. The author works in a private residential home seeking to implement a more therapeutic model of care. The introduction provides background on changes in the field that have prioritized safety and professionalism over treatment. It argues therapeutic communities allowing group work can better help children with complex needs over exclusionary one-to-one care. The author aims to study how learning therapeutic principles and reflective practice through an MA program can help their team provide higher quality, effective care.
This document provides an introduction to the collection of papers titled "Secure in the Knowledge". It outlines the background and development of the papers, which aim to support staff working in secure accommodation for young people in Scotland. The introduction describes the structure and content of the collection, including chapters on the history and policy context of secure accommodation, values and ethics, theoretical perspectives, and 27 practice-focused papers addressing various topics relevant to working with young people in secure settings. The overall goal is to help qualify the workforce in secure accommodation to meet new standards in Scotland.
The Use Of Supervision To Develop Reflective Practicegaz12000
This document provides an introduction and contents page for a dissertation titled "The Use of Supervision and Consultation to Develop a 'Reflective' Practice with an Emotionally Disturbed Client Group in Group Care Organizations". The dissertation was written by John Diamond in 1993 for the Faculty of Education and Community Studies at the University of Reading.
The summary explores how supervision and consultation can help care workers in group homes develop a therapeutic practice to understand and manage strong feelings from emotionally disturbed clients. The dissertation also examines legislation and reports addressing challenges in residential youth work and introduces psychoanalytic theories to explain emotional deprivation and develop reflective practice. Finally, the work proposes a model for group homes to apply supervision and consultation to staff and client therapeutic
Holthoff & Eichsteller Social Pedagogy In Practicegaz12000
Pippi Longstocking is used as an example of a "rich child" who possesses richness through her imagination, creativity, practical skills, and ability to find value in things rather than price. Social pedagogy aims to nurture these qualities in children and encourage them to explore the world through play and fantasy like Pippi. It views learning as a lifelong process both in educational settings and everyday life, drawing on theories from sociology, psychology and education to promote well-being, relationships, and empowerment in a holistic way.
Issues Of Anxiety And Its Containment For Children And Adults Surrounding Foo...gaz12000
This document is a dissertation submitted by K.A. Keenan in partial fulfillment of a Master's degree in Therapeutic Child Care. The dissertation explores issues of anxiety surrounding food and mealtimes in a residential therapeutic setting. Keenan conducted research at The Mulberry Bush School, where he works, including distributing questionnaires to staff, performing observations of mealtimes, and conducting semi-structured interviews. Keenan aims to understand how early experiences with food impact both children and adults, how adults manage their own feelings around food, if food can be used creatively as a communication tool, and how food fits into the overall therapeutic experience. The dissertation will review literature on anxiety and containment, describe the school and children, and
National Minimum Standards Children's Homes Englandgaz12000
This document contains the National Minimum Standards for children's homes in England. It outlines 25 standards that children's homes must meet to ensure good outcomes for children. The standards cover areas like promoting children's wishes, identity, health, education, contact with family, staff qualifications, and more. Homes will be inspected by Ofsted to ensure they meet these standards and comply with relevant regulations. The standards provide a framework for inspecting homes and aim to deliver high quality care for looked after children.
Changing residential child care johnnie gibsongaz12000
This document summarizes an approach to consultancy, training, and development for residential child care. It describes a case where a staff team was experiencing daily aggression from children in their care and felt a lack of support from management. The staff team was in crisis and on the verge of walking out. The authors' organization, MOSAIC Consortium, provided an initial consultation that prevented the walk-out. The staff team outlined needs including training, supervision, understanding trauma and its impacts, and therapeutic skills. The consultant found the staff team's emotional pain and anxiety to be evident during the meeting.
The document provides an introduction and evaluation of a social pedagogy training programme delivered to staff at Sycamore Services in Scotland. Some key points:
1) Sycamore Services provides residential care, education, family support and other services with a philosophy focused on accepting each child as a unique individual.
2) The training programme was delivered over several months by two German social pedagogues to 16 multi-disciplinary Sycamore staff.
3) Social pedagogy takes a holistic child-centered approach that links education, care and family support, emphasizing relationships and reflecting on practice.
Non Directive Play Therapy With Children And Young People In Residentialgaz12000
This document summarizes a thesis written by Emily Carrick titled "Non-Directive Play Therapy with Children and Young People in Residential Care: A Qualitative Study of Play Therapists’ Experiences." The thesis explores the experiences of 7 play therapists conducting non-directive play therapy in residential care settings through semi-structured interviews. The interviews uncovered several themes including the complex mental health needs of children in residential care, the challenges of establishing therapy in these settings, and difficulties achieving stability for the children. The study provides insight into play therapists' perspectives on working with this client group in residential facilities.
This document summarizes key points from a presentation on principles and practices of risk assessment and management with young people. The presentation covered:
- Risk assessment and management must be a dynamic and continuing process, not a one-time procedure, as risk levels can change over time based on environmental conditions and the young person's development.
- Approaches should be standardized but also allow flexibility for individual judgements when circumstances change rapidly or unexpectedly.
- Planning is important, including anticipating challenges, developing management plans, and contingency plans. Documentation and information sharing are also important parts of the process.
- Interventions for managing risk must be necessary to protect safety, and proportional to the actual level of risk, rather
This document provides an introduction and overview for a two-day training pack on communicating with children during assessments of their needs. The training aims to improve practitioners' competence and confidence in involving children in the assessment process. It was developed based on evidence that children's voices are often absent from assessments, despite guidelines requiring their participation. The pack contains 16 sessions with exercises, presentations, and handouts to help practitioners understand child development, barriers to communication, tools for assessment, and techniques for accurately representing children's views and needs. The overall goal is for assessments to be more child-centered and for decisions to truly reflect children's perspectives.
1. John Bowlby and Mary Ainsworth jointly developed attachment theory, drawing on concepts from multiple disciplines. Bowlby formulated the basic tenets, emphasizing the importance of the child's relationship with their mother.
2. Ainsworth contributed innovative methods for empirically testing Bowlby's ideas and expanding the theory. She developed the concepts of the attachment figure as a secure base and the role of maternal sensitivity in developing attachment patterns.
3. The article traces the developmental history of ideas that became central to attachment theory, including Bowlby and Ainsworth's early influences and careers, their independent work that later integrated into attachment theory, and new directions the theory is taking.
The document summarizes several research studies that sought to understand children's perspectives on various topics. Children reported that they are most likely to first confide in family members rather than professionals. They described social workers as lacking understanding, imposing their own views, and not maintaining confidentiality. Children wanted professionals who are good listeners, available, non-judgmental, have a sense of humor, and maintain trust and confidentiality. Many children felt their voices were not heard in court proceedings. Being in care was described as confusing and lonely by some children, though others felt happy. Children wanted reliable professionals who keep promises and take the time to listen to them.
The document outlines 10 areas of danger and concern related to physically restraining children:
1) Neck holds, prone restraint, seated holds, supine restraint, basket holds, and pain compliance are highlighted as carrying risks of injury or death.
2) Obstructing a child's mouth or nose and certain seated holds that restrict breathing are also dangerous and should never be used.
3) Prone restraint and medication a child is taking can increase risks and require careful risk assessment in each situation.
Service providers and individual staff are responsible for only using restraint methods that are safe and appropriate for the situation.
1) The document discusses how to properly represent children's voices and perspectives in assessments. It notes that often children's views are absent, minimized, or given less weight than adult perspectives.
2) Examples are given of ways children's voices have been silenced or their views misrepresented in reports by not directly quoting them, portraying them as minor characters, or making presumptions about what they might say.
3) The document provides guidance on best practices for ensuring children's voices are included, such as acknowledging information gaps about the child, putting information in context, and directly consulting with the child.
This document discusses pedagogy, a holistic approach to working with children that focuses on their overall development. It summarizes research on pedagogic models in Europe and argues that adopting aspects of pedagogy could benefit children's services in England. Key points include:
1) Pedagogy views children holistically and practitioners work to support children's mental, physical, and social development through relationship-building.
2) European countries integrate pedagogy into policy, training, practice, and theory across children's services. Practitioners receive broad university training emphasizing reflection and practical skills.
3) Adopting pedagogic principles could provide coherence to England's changing children's services framework
An ecological perspective views child development as being shaped by the interaction between the child's needs, the parents' ability to meet those needs, and wider environmental factors over time. These environmental factors include the macrosystem of government policies, the exosystem such as parents' employment conditions, and the links between microsystems like home and school. A child's development is influenced not just by their family, but also by societal attitudes, the availability of community resources, and other external stressors and supports that impact parents' ability to care for their children effectively. An ecological approach recognizes that addressing social problems requires confronting their societal and systemic roots, not just treating individuals.
Personal Communication Passports provide a practical way to communicate key information about children with communication disabilities across transitions in an accessible format. The passports draw together complex information about a child's communication abilities, preferences, and needs in a clear and positive way. This helps ensure staff and others can consistently interact with and support the child. Evaluation found passports to be more effective than traditional records at conveying accurate personalized information. The passports focus on empowering children and improving communication, rather than just listing problems. They provide guidance on each child's unique communication and how to include their views.
This document provides a summary of the proceedings from the National Centre for Excellence in Residential Child Care's annual conference.
The conference examined leadership and management in residential child care through various presentations and seminars. Positive leadership and management are essential for providing high-quality care for children, while maintaining the child-centered approach. The conference explored research on leadership, developments in measuring outcomes for children, and how outcomes are viewed internationally. Topics included social pedagogy, restorative justice, leaving care, mental health issues, and workforce planning - all highly relevant to residential child care.
This document discusses ways that experiences with physically restraining children can provide learning opportunities. It emphasizes that after a restraint, time should be given to the restrained child, those involved, and managers to reflect. The child should have a chance to discuss their perspective and feelings, and identify alternative behaviors. Staff should also have time to reflect on how to improve practice and build a culture of open discussion. The overall goal is for all parties to learn from what happened and develop plans to handle similar situations differently in the future.
This research summarizes findings from a comparative study of residential child care in Finland, Ireland, Scotland, and Spain. The study used both qualitative and quantitative methods, including reviewing histories of each country's systems, analyzing statistics, interviewing young people, staff, managers, and policymakers. Key findings include: young people suffered trauma before care and have emotional disturbances; relationships with caring staff are important to their well-being; countries show progress but also need improvement in areas like inter-disciplinary collaboration, mental health services, and education; an action research model helped empower young people and improve reflective practice; overall, the systems show similarities and differences, all working to improve quality of care.
This document provides guidance for residential child care practitioners and managers on physically restraining children. It emphasizes that restraint should only be used as a last resort to prevent harm when no other options are available. The guidance aims to build confidence in staff around appropriately restraining children when necessary. It is intended to help practitioners and managers develop policies and practices, provide training, and ensure restraint is done safely and respects children's rights. The guidance can be used for staff training, supervision, developing good practices, and quality assurance regarding the restraint of children in residential care.
The document discusses the importance of training for physically restraining children. It states that staff should only restrain children if they have received appropriate, current and updated training. The training usually includes induction training, practitioner training, trainer training, and training for managers. It also provides questions for managers and staff to evaluate the adequacy and appropriateness of their training for physically restraining children. The questions address issues like ensuring training respects children's rights, is quality assured, minimizes risks, and emphasizes de-escalation and teamwork over restraint.
This document provides guidance on creating conditions that reduce the need for restraint in residential child care establishments. It discusses:
1) Developing and maintaining a positive culture by focusing on factors like environment, shared values, leadership, and staff treatment and relationships. Managers must take responsibility for the culture and deal with any negativity.
2) Shared values and principles that support a positive ethos, including identity, morale, behavior guidelines, praise, equality, communication, care planning, and achievement opportunities.
3) An example of how one establishment changed its culture from one relying on a few controlling personalities to one based on cooperation, respect, discussion, shared values, and consistent responses to behavior.
5. Contents
Preface 7
Lisbeth Eriksson & Ann-Marie Markström
Interpreting the concept of social pedagogy 9
Elsebeth Fog
A social pedagogical perspective on milieu therapy 24
Hans-Erik Hermansson
Social economy, social pedagogy and new forms
of work within the field of disability 46
Håkan Jenner
Joint concepts in pedagogy and social work
as the core of social pedagogy 61
Søren Hegstrup
Tendencies and trends in social pedagogy
in Denmark at the turn of the millennium 72
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6. Johny Lauritsen
In between post structuralism and phenomenology? 83
Rain Mikser
Theoretical roots of social pedagogical ideas in Estonia 100
Inger Kraav
Development perspectives of social pedagogy in Estonia 117
Juha Hämäläinen
Developing social pedagogy as an academic discipline 133
Anne-Mari Röpelinen
The concept of life control and ways to support it 154
Anders Gustavsson
The role of theory in social pedagogy
and disability research 164
Contributors 187
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7. Preface
This book is based on a symposium held in Stockholm in March
2001, entitled Perspectives and Theory in Social Pedagogy. The par-
ticipants came from four Baltic sea countries, Sweden, Finland,
Denmark and Estonia. The symposium was arranged as part of
the Nordic Educational Research Association that had its annual
conference in Stockholm at that time.
The presentations of this symposium are published in this book.
The aim is to make them available to a broader audience. The epi-
logue, written by Anders Gustavsson, analysing the role of theory
in social pedagogy and a related knowledge field, has been written
after the symposium.
There is no common theory of social pedagogy but different
approaches to the concept. There is, in fact, a multitude of tradi-
tions of social pedagogy having different philosophical starting
points and practical aims. Interpretations of the concept vary from
country to country in theory and practice.
At large social pedagogy is understood as a multi-disciplinary
field of knowledge linked first of all to Education and Social Work.
Several professional issues are often connected to it. There are signs
of a development of social pedagogy towards an independent dis-
cipline.
Anders Gustavsson Hans-Erik Hermansson Juha Hämäläinen
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